This report outlines the results from the Nebraska's Reading First initiative. Three thousand six hundred students from Kindergarten to Third grade were included in the project. Results indicated significant growth across all demographic groups. Student performance in the earlier grades has shown great promise for the following years. Growth in fluency and comprehension in grades 2 and 3 were not as impressive and require additional attention. The assessment results were triangulated by observations in the classrooms, interviews, and teacher responses to professional development- teachers know how to teach PA and the alphabetic principle but were still struggling with finding time and effective strategies for fluency, comprehension strategies, and self monitoring. Growing gaps for SPED, Ethnic minorities, and ELL students suggest an emphasis on the secondary and tertiary levels of intervention in the schools. (Contains 11 figures and 3 tables.)